While teaching a Western Civilization course to high school students, I found a unique opportunity to introduce the topic of critical thinking along with the subject matter.

Ever since I was four years old, I dreamed of becoming a teacher. However, I never saw any teachers who shared aspects of my identities.

I recently observed a high school science lesson that left me feeling like I had just swished some super-minty Listerine. I was refreshed. I was inspired…so much so, in fact, that I built and entire upcoming PD session around my takeaway from this lesson. I will return to this in just a moment.

When my principal asked if I would like to lead our school’s new Justice, Inclusion, and Belonging Committee, I was both surprised and delighted.

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

Are you interested in improving student engagement with your ELL students? Here’s an idea that I tried at my elementary school that was both fun and successful—a Rubik’s Cube club.

It’s said that there is always a blessing in dark times, and this was it: my chance to share my 1970s childhood with 25 children of 2020.

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?